澳洲阿德莱德代写assignment:苏格兰教育

2018-09-24 19:34

根据苏格兰学校教育标准，教育纳入是苏格兰教育的五大优先事项之一。2000年法案。正是这种立法框架，至少在原则上为纳入所谓的“主流化推定”设定了法律背景。该框架主要侧重残疾和特殊教育需要的学生;然而，教育中的包容需要更广泛的背景。根据定义，包容并不主要关注有额外支持需求的个人群体(ASN)，而是扩展到包括所有学生，不分性别、种族、宗教、身心能力和社会阶层。同样，威尔逊指出，在缺乏任何修辞或意识形态的情况下，将“包容性学校”的定义限制在“一个以能力、残疾、肤色、宗教或其他原因为由，拒绝或不排斥某一特定地区的学生”，将是限制性和天真的。从这两个方面来看，包容的概念并不局限于一群患有ASN的年轻人，而是影响到所有学生。澳洲阿德莱德代写assignment:苏格兰教育
Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotland’s Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the ‘presumption of mainstreaming’. The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class. Similarly, Wilson states that in the absence of any rhetoric or ideology, limiting the definition of an ‘inclusive school’ to “one that rejects or excludes no pupils in a particular catchment area on grounds of ability or disablement or colour or religion or anything else” would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils.